Students demonstrate an understanding ofNatural Selection/ evolution by…
7bb researching and reporting on the contributions of key scientist in understanding evolution and natural selection (e .g. Darwin, Wallace, Mendel).
Context of Lesson:
This lesson serves as an introduction to the theory of evolution. Before students can explore the various topics of evolution, they first must be able to understand the difference between a theory, scientific theory, and a fact. Often times, there are great misconceptions students have when discussing evolution. For example, a student may be confused why evolution is referred to as just a theory even though there are various forms of evidence that support it. But in fact, if students can differentiate between the common definition of theory and scientific definition of a theory then they will have to knowledge to begin debunking some of misconceptions and controversy that surrounds the topics of evolution that we will explore in subsequent lessons.
First students will be given an anticipation guide which will ask students to read a statement and choose whether it is a theory, scientific theory, fact or scientific law followed by a brief class discussion. Next, I will show the PBS video “Evolution, just a theory?” as a vehicle for students to compare and contrast the definitions of theory, fact, hypothesis and scientific law using a Venn diagram. After working in small groups, we will discuss as a class and fill in any additional information as necessary.
The second part of the class students will take a journey back in time to explore the historical context of evolution by completing a jigsaw activity using different theories from Thomas Malthus, Jean-Baptiste De Lamarck, Charles Darwin and Alfred Wallace. The close to this lesson will allow students to revisit the anticipation guide they first filled out at the beginning of class. This will allow students to celebrate their progress from today’s lesson in addition to providing a formative assessment for the teacher.
Opportunities to Learn: Depth of Knowledge: ·Webbs Level 1: Define theory, scientific theory & fact ·Webbs Level 2: Summarize and compare different theories surrounding evolution ·Webbs Level 3: differentiate between theory, scientific theory, fact, hypothesis and scientific law
Prerequisite Knowledge: ·An understanding of the history of life to recognize change over time (covered in previous unit) ·An idea about a theory, hypothesis and fact
Plans for Differentiating Instruction: ·Cooperative Learning: Students will work in small groups (4-5 students per table) to work on the Venn diagram as well as completing the jigsaw activity. ·Station Learning: The jigsaw activity allows students to learn about 4 major theories in evolution while promoting social skills, team building and diversity within the classroom ·This activity could be broken up into two 45 minute segments to accommodate schedule changes ·Link to the video as well as articles/info for jig saw activity will be posted on class wiki space ·I will circulate the classroom during the jig saw to prompt students and offer assistance
Accommodations and modifications: ·IEPs for any attending student will be followed ·Any student with vision or hearing impairments will have the opportunity to move to a table located at the front of the classroom to watch the video ·The use of graphic organizers will be employed to help promote organizational skills for all students ·Verbal instructions can also be provided on a case-to-case basis for students who have reading and language disabilities (Smaller chunk of easy read info on scientist can be given out as well) ·Any student will moderate to severe disabilities can be partnered with class member to do jigsaw
Environmental factors: ·Seating: five-six large tables are located around the classroom (4-5 students per table) ·If classroom changes, this activity is conducive to a variety of seating arrangements ·The smart board will be used for the PBS video and centered in the middle of the room ·The jigsaw will start and rotations will be made using the clock-wise pattern ·This lesson does not require the use of hazardous materials therefore eliminating any safety hazards
Materials: ·Anticipation guide (8 statements) ·Smart board/markers ·Lesson one power point slide
Objectives: At the end of the class period, students will be able to: ·Define and differentiate between a theory, a scientific theory, and fact (artifact: graphic organizer-Venn diagram) How about having them explain the different ways we use the term "theory?" ·Compare/Contrast the contributions from Lamarck, Malthus, Darwin and Wallace (artifact: Graphic Organizer) ·Explain how Darwin’s contribution has made the most impact on understanding the role of evolution ·Define the theory of evolution
Instruction Opening: (10 minutes)
Grabber: ·Greet students as they enter the classroom ·The Guiding Question of the day is posted on the board “Is Evolution just a theory?” ·Pass out the anticipation guide (Choose fact, theory, scientific theory) ·While students are working- take roll and set up for the video
Share out: ·Go over each statement with students and ask volunteers to provide the reasoning ·I will tell students “These are some interesting responses and by the end of the today, we will revisit these statements to see how our thinking has changed.
Segue:
·Tell students about today’s agenda (written on the board) we are going:
Watch 6 minute video “Evolution, just a theory”
Group work to complete a Venn Diagram
Jigsaw activity for theories of evolution
Engagement: Part 1: Video & Venn Diagram (15 minutes) You should explain what the purpose of the video is and what they should looking for/thinking about. ·Pass out Venn Diagram graphic organizer and suggest students jot down notes while watching video ·Watch the PBS video clip “Evolution, just a theory” (6 minutes) ·Have two students pull down the shades and one student shut off the lights to reduce the glare ·Play the video and ask if all students can hear the audio okay in the back during the musical introduction ·Adjust if necessary ·Once video ends have students work in groups to discuss and fill in Venn diagram (5 minutes)
Can you run this discussion with questions? What will you ask? Can you remind students of the point of watching the video? ·Stand in front of room at Smart board and draw in Venn diagram ·Ask a member from each group to provide an answer for one of the circles (5 minutes) ·Fill in Venn diagram as students provide answer ·Continue around the room until there are no more suggestions under each Good.
Part 2: Power point Notes (10 minutes) ·Provide 3 slides on What is Evolution,What it is not (See PPT under Materials) Part 3: Theories of Evolution Jig saw activity (50 minutes) ·Pass out jig saw materials including graphic organizer
Explain to student
Purpose/Driving Question
Procedure:
Each slip will provide answers (who, what major contribution, when, where) for a scientists (in groups, they can put their own puzzle together in the graphic organizer before exchanging info) ·As I am walking around, explain the directions (students will have completed a jigsaw from their last unit so instructions should act as a refresher) ·Instructions: In original groups, work together to answer the "Who, Where, When and What the major contribution" factor for your scientist. You will approximately 5 minutes which I will set the timer for. When the buzzer goes off, rotate tables, discuss the scientist and make sure that you have the 5 W’s filled in to the graphic organizer. Follow same directions until the graphic organizer is complete ·Tell students that I will use a kitchen timer to keep track as to how much time they have to share and switch ·The first ten minutes will be used for each student to read their chunk of info & discuss in their original groups (Students must record the Five W’s for each scientist in the graphic organizer to get full credit) ·The next forty minutes will be divided to discuss the four scientists. Closure: (5 minutes) ·Praise everyone for a great job working together learning about who contributed to evolution. Your work today will be quite valuable for understanding the activities you will complete in the next few classes. ·Tell students to take out their anticipation guide they fill out during first five minutes of class Why not recap the main ideas of each of the day's activities, asking students for one sentence summaries? ·Tell students “Now that you have just spent an entire 90 minutes learning about various theories, facts and hypothesis, I want you to turn over to the back of the guide. You will see the same exact statements. Let’s see if your thoughts have changed now that you know the difference between all the terms. When you are done, put your name on the top of the paper and bring it up to the front of the classroom. I am not grading these but I am looking to see if you fully understand the differences or if we have to revisit the material” ·When they are finished- verbally provide homework instruction and post on homework board ·Homework: Read p 393-394 in text book and hand out on Natural Selection- Ask students to be prepared to answer "What are the driving forces behind Natural selection" Assessment: ·Formative Assessment: Jig saw group discussion ·Formative Assessment: Anticipation guide (Opening/Closing Answers) ·Venn Diagram ·Scientist Graphic Organizer from jig saw activity
Student Work Sample 1 – Approaching Proficiency: Student Work Sample 2 – Proficient: Student Work Sample 3 – Exceeds Proficiency: Return to Home Page
State Standards:
LS3 (Ext) -7
Students demonstrate an understanding of Natural Selection/ evolution by…
7bb researching and reporting on the contributions of key scientist in understanding evolution and natural selection (e .g. Darwin, Wallace, Mendel).
Context of Lesson:
This lesson serves as an introduction to the theory of evolution. Before students can explore the various topics of evolution, they first must be able to understand the difference between a theory, scientific theory, and a fact. Often times, there are great misconceptions students have when discussing evolution. For example, a student may be confused why evolution is referred to as just a theory even though there are various forms of evidence that support it. But in fact, if students can differentiate between the common definition of theory and scientific definition of a theory then they will have to knowledge to begin debunking some of misconceptions and controversy that surrounds the topics of evolution that we will explore in subsequent lessons.First students will be given an anticipation guide which will ask students to read a statement and choose whether it is a theory, scientific theory, fact or scientific law followed by a brief class discussion. Next, I will show the PBS video “Evolution, just a theory?” as a vehicle for students to compare and contrast the definitions of theory, fact, hypothesis and scientific law using a Venn diagram. After working in small groups, we will discuss as a class and fill in any additional information as necessary.
The second part of the class students will take a journey back in time to explore the historical context of evolution by completing a jigsaw activity using different theories from Thomas Malthus, Jean-Baptiste De Lamarck, Charles Darwin and Alfred Wallace. The close to this lesson will allow students to revisit the anticipation guide they first filled out at the beginning of class. This will allow students to celebrate their progress from today’s lesson in addition to providing a formative assessment for the teacher.
Opportunities to Learn:
Depth of Knowledge:
· Webbs Level 1: Define theory, scientific theory & fact
· Webbs Level 2: Summarize and compare different theories surrounding evolution
· Webbs Level 3: differentiate between theory, scientific theory, fact, hypothesis and scientific law
Prerequisite Knowledge:
· An understanding of the history of life to recognize change over time (covered in previous unit)
· An idea about a theory, hypothesis and fact
Plans for Differentiating Instruction:
· Cooperative Learning: Students will work in small groups (4-5 students per table) to work on the Venn diagram as well as completing the jigsaw activity.
· Station Learning: The jigsaw activity allows students to learn about 4 major theories in evolution while promoting social skills, team building and diversity within the classroom
· This activity could be broken up into two 45 minute segments to accommodate schedule changes
· Link to the video as well as articles/info for jig saw activity will be posted on class wiki space
· I will circulate the classroom during the jig saw to prompt students and offer assistance
Accommodations and modifications:
· IEPs for any attending student will be followed
· Any student with vision or hearing impairments will have the opportunity to move to a table located at the front of the classroom to watch the video
· The use of graphic organizers will be employed to help promote organizational skills for all students
· Verbal instructions can also be provided on a case-to-case basis for students who have reading and language disabilities (Smaller chunk of easy read info on scientist can be given out as well)
· Any student will moderate to severe disabilities can be partnered with class member to do jigsaw
Environmental factors:
· Seating: five-six large tables are located around the classroom (4-5 students per table)
· If classroom changes, this activity is conducive to a variety of seating arrangements
· The smart board will be used for the PBS video and centered in the middle of the room
· The jigsaw will start and rotations will be made using the clock-wise pattern
· This lesson does not require the use of hazardous materials therefore eliminating any safety hazards
Materials:
· Anticipation guide (8 statements)
· Smart board/markers
· Lesson one power point slide
· Venn diagram
· Jig saw articles/material
· Jig saw graphic organizer
· Video clip Evolving Ideas: Isn’t Evolution Just a Theory” (6 min 15 sec) Nice length; video's pretty good.
http://www.pbs.org/teachers/connect/resources/3349/preview/
Objectives: At the end of the class period, students will be able to:
· Define and differentiate between a theory, a scientific theory, and fact (artifact: graphic organizer-Venn diagram) How about having them explain the different ways we use the term "theory?"
· Compare/Contrast the contributions from Lamarck, Malthus, Darwin and Wallace (artifact: Graphic Organizer)
· Explain how Darwin’s contribution has made the most impact on understanding the role of evolution
· Define the theory of evolution
Instruction
Opening: (10 minutes)
Grabber:
· Greet students as they enter the classroom
· The Guiding Question of the day is posted on the board “Is Evolution just a theory?”
· Pass out the anticipation guide (Choose fact, theory, scientific theory)
· While students are working- take roll and set up for the video
Share out:
· Go over each statement with students and ask volunteers to provide the reasoning
· I will tell students “These are some interesting responses and by the end of the today, we will revisit these statements to see how our thinking has changed.
Segue:
· Tell students about today’s agenda (written on the board) we are going:
Engagement:
Part 1: Video & Venn Diagram (15 minutes)
You should explain what the purpose of the video is and what they should looking for/thinking about.
· Pass out Venn Diagram graphic organizer and suggest students jot down notes while watching video
· Watch the PBS video clip “Evolution, just a theory” (6 minutes)
· Have two students pull down the shades and one student shut off the lights to reduce the glare
· Play the video and ask if all students can hear the audio okay in the back during the musical introduction
· Adjust if necessary
· Once video ends have students work in groups to discuss and fill in Venn diagram (5 minutes)
Can you run this discussion with questions? What will you ask? Can you remind students of the point of watching the video?
· Stand in front of room at Smart board and draw in Venn diagram
· Ask a member from each group to provide an answer for one of the circles (5 minutes)
· Fill in Venn diagram as students provide answer
· Continue around the room until there are no more suggestions under each Good.
Part 2: Power point Notes (10 minutes)
· Provide 3 slides on What is Evolution, What it is not (See PPT under Materials)
Part 3: Theories of Evolution Jig saw activity (50 minutes)
· Pass out jig saw materials including graphic organizer
- Explain to student
- Purpose/Driving Question
- Procedure:
Each slip will provide answers (who, what major contribution, when, where) for a scientists (in groups, they can put their own puzzle together in the graphic organizer before exchanging info)· As I am walking around, explain the directions (students will have completed a jigsaw from their last unit so instructions should act as a refresher)
· Instructions: In original groups, work together to answer the "Who, Where, When and What the major contribution" factor for your scientist. You will approximately 5 minutes which I will set the timer for. When the buzzer goes off, rotate tables, discuss the scientist and make sure that you have the 5 W’s filled in to the graphic organizer. Follow same directions until the graphic organizer is complete
· Tell students that I will use a kitchen timer to keep track as to how much time they have to share and switch
· The first ten minutes will be used for each student to read their chunk of info & discuss in their original groups (Students must record the Five W’s for each scientist in the graphic organizer to get full credit)
· The next forty minutes will be divided to discuss the four scientists.
Closure: (5 minutes)
· Praise everyone for a great job working together learning about who contributed to evolution. Your work today will be quite valuable for understanding the activities you will complete in the next few classes. · Tell students to take out their anticipation guide they fill out during first five minutes of class Why not recap the main ideas of each of the day's activities, asking students for one sentence summaries?
· Tell students “Now that you have just spent an entire 90 minutes learning about various theories, facts and hypothesis, I want you to turn over to the back of the guide. You will see the same exact statements. Let’s see if your thoughts have changed now that you know the difference between all the terms. When you are done, put your name on the top of the paper and bring it up to the front of the classroom. I am not grading these but I am looking to see if you fully understand the differences or if we have to revisit the material”
· When they are finished- verbally provide homework instruction and post on homework board
· Homework: Read p 393-394 in text book and hand out on Natural Selection- Ask students to be prepared to answer "What are the driving forces behind Natural selection"
Assessment:
· Formative Assessment: Jig saw group discussion
· Formative Assessment: Anticipation guide (Opening/Closing Answers)
· Venn Diagram
· Scientist Graphic Organizer from jig saw activity
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
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